TEP believes that teacher leadership outside of the classroom leads to a stronger school community. TEP teachers take on whole-school service responsibilities outside of the classroom that would normally be covered by non-teaching personnel. Note that teacher whole school service responsibilities are each related directly to student development or parent and community involvement and are NOT related to school operations. Given the significant investment in teacher compensation, and given the quality of its teachers, TEP aims to provide as many opportunities as possible for its teachers to interact with students and community members. Click on any of the teacher whole-school service roles below for a detailed description.

4 ELL Leads (1 per grade)

4 Attendance & Home Visit Directors (1 per grade)

4 Deans of Student Discipline & Incentives (1 per grade)

4 Assessment & Data Analysis Coordinators (1 per grade)

2 Reading & Language Specialists

2 Parent & Community Involvement Coordinators

1 School Events Coordinator

1 Student Recruitment Director

1 Summer Institute Developer

1 Educational Technology Developer

2 High School Admissions Directors

The ELL Leads are responsible for (1) screening and identifying ELL students utilizing the Home Language Questionnaire and the LAB-R exam (Language Assessment Battery-Revised), (2) coordinating regular meetings and trainings with each grade-level team of 6 teachers, the TEP Principal, and a Special Education Teacher (where appropriate) to discuss, evaluate, and refine instructional strategies for specific ELL students, (3) administering the NYSESLAT (NYS English Second Language Assessment Test), and (4) working with the 3 other grade-level ELL Lead teachers throughout the year and during the Summer Development Institute to ensure the continuity of instructional practices for specific ELL students from one grade to the next. [Back to List]

The Attendance & Home Visits Directors are responsible for (1) working with the other 3 grade-level Attendance & Home Visits Directors to design and maintain an attendance tracking system that compiles daily absence lists forwarded from the administrative assistant and class absence lists submitted by teachers, (2) using the attendance tracking system to flag students who are not meeting attendance goals and initiating interventions for these students (e.g. parent phone calls, home visits), (3) reporting attendance data to teachers and staff on a regular basis, and (4) performing home visits to (a) reward students for excellent attendance, academic achievement, consistent effort, and strong character, or (b) provide support for students who may have academic, social, or emotional challenges. [Back to List]

The Deans of Student Discipline & Incentives are responsible for (1) working with the other 3 grade-level Deans to maintain a consistent discipline policy that rewards positive behaviors (through school leadership opportunities, enrichment trips, and congratulatory home visits) and deters negative behaviors (through detentions, exclusion from extended-day programs and enrichment trips, and home visits), (2) tracking behavior statistics, discipline interventions, and outcomes on an individual student level and on a school-wide level, (3) reporting trends in behavior statistics and intervention outcomes to teachers and staff, and (4) monitoring detention (each of the 4 Deans will monitor one detention per week; no detention on Friday). [Back to List]

The Assessment & Data Analysis Directors are responsible for (1) organizing the administration of all grade-level standardized exams (including the SAT-10 and NY City & State exams), (2) working with the Special Ed teachers to prepare appropriate testing accommodations for students with disabilities, and (3) working with the other 3 grade-level Assessment and Data Analysis Directors to compile, analyze, and present standardized exam data to teachers, staff, and Board of Trustees. [Back to List]

The Reading & Language Specialists focus on providing interventions for students whose reading and language skills are far below grade level. They are responsible for (1) working collaboratively with subject area teachers, ELL Leads, and, if appropriate, TEP’s special education teachers, to implement specific interventions in classrooms, (2) working with students one-on-one and in small groups during the extended-day program utilizing structured decoding programs and leveled reading software, and (3) reviewing the latest research literature to make recommendations for refining TEP’s instructional approach to language acquisition. [Back to List]

The Parent & Community Involvement Coordinators are responsible for (1) developing and overseeing the parent action committee, (2) recruiting and organizing parent volunteers, (3) developing and maintaining mutually beneficial partnerships with community organizations, and (4) maintaining frequent and consistent communication with parents and community partners through mailings and updates to the TEP website. [Back to List]

The School Events Coordinator is responsible for (1) developing a diverse program for the weekly whole-school assembly and (2) coordinating all field trips, enrichment trips, and special events. [Back to List]

The Student Recruitment Director is responsible for (1) developing and implementing a student recruitment plan that involves working with the Parent & Community Involvement Coordinators to publicize the school's mission, philosophy, and educational outcomes, (2) processing enrollment applications, and (3) administering the annual lottery, enrolling students, and maintaining the waiting list. [Back to List]

The Summer Institute Developer is responsible for the year-long process of planning the annual 6-week Summer Institute. This planning includes (1) developing a protocol that will be used during the institute to assess the previous school year, (2) developing a program to address the Annual Teaching Challenge (e.g. recruiting outside experts, organizing workshops and discussions, compiling educational research, etc.), and (3) developing a protocol that will be used during the summer institute to plan concrete changes for the upcoming school year. (Note that the Principal will plan the first 2 summer institutes pre-year 1 and pre-year 2.) [Back to List]

The Educational Technology Developer is responsible for (1) assessing the effectiveness of the current technology used in TEP's classrooms, (2) monitoring industry-wide technology developments in order to identify ways in which TEP can improve its use of educational technology, and (3) coordinating implementation of any new technological tools into TEP's classrooms. [Back to List]

The High School Admissions Directors (one of the two will be an eighth grade teacher) are responsible for (1) working individually with each graduating TEP student and his or her family to identify appropriate high school options (these options may include NYC public schools, charter schools, independent schools, and boarding schools), (2) assisting these students and families with the high school application process, (3) tracking TEP high school placement data, and (4) developing and maintaining a database of high school admissions contacts. [Back to List]